Does Lengthening the School Day Reduce the Likelihood of Early School Dropout and Grade Repetition: Evidence from Colombia

2013 ◽  
Author(s):  
Sandra Garcia ◽  
Camila Fernandez ◽  
Christopher C Weiss
Keyword(s):  
School Dropout ◽  
Grade Repetition ◽  
Early School ◽  
School Day

Grade Repetition and Primary School Dropout in Uganda

2016 ◽  
Vol 86 (4) ◽  
pp. 580-606 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
Primary Schools ◽  
Representative Sample ◽  
Mixed Methods Research ◽  
School Dropout ◽  
Low Income Countries ◽  
Confounding Variable ◽  
Grade Repetition ◽  
Early School ◽  
Age Of Entry

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

Grade Repetition and School Dropout

2021 ◽  
pp. 52-74
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
School Dropout ◽  
Low Income Countries ◽  
Dropping Out ◽  
Access To Education ◽  
Grade Repetition ◽  
Policy And Practice ◽  
Language Of Instruction ◽  
Early School ◽  
Access And Quality

The issue of grade repetition is relevant for policy and practice in every education system around the world—and yet it is rarely the topic of research in low-income countries. Typically, grade repetition is coupled with a second concern: early school dropout. Together, they are believed represent a constraint upon access to education—preventing children from progressing through school. On the other hand, repetition often intends to emphasize standards and enforce the quality of education. In this way, the issue of grade repetition represents the possible tension between access and quality, but methodological challenges associated with the study of repetition make it difficult to draw any definitive conclusions. This chapter investigates the association between repeating a grade and dropping out of school, the defining theme of existing literature on repetition in low-income countries. Empirical analysis in the sample of Ugandan schools brings to light two other concerns: age of entry into primary school and language of instruction.

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

THE “SCHOOL. MY CHANCE!” PROJECT – A CASE STUDY FOR PREVENTING PUPILS’ SCHOOL DROPOUT IN ROMANIA

2012 ◽  
Vol 43 (1) ◽  
pp. 7-14
Author(s):  
Valentin Cosmin Blândul
Keyword(s):  
Personal Development ◽  
School Dropout ◽  
Learning System ◽  
Formal Learning ◽  
School Year ◽  
School Subjects ◽  
Early School ◽  
The University ◽  
Short Time

Pupils’ school dropout could be defined as an early and final abandonment of school before graduation, which prevents the pupil from registering in the following stage of education, losing in this way the possibility of benefiting from a proper and higher education. The statistics show that, unfortunately, in recent years school dropout rates have been increasing among secondary school pupils. The University of Oradea and The Bihor County School Inspectorate, Romania, have implemented a project called “School. My chance!” The aim of the project was to prevent and reduce the phenomenon of early school leaving by 100 pupils. The pupils attended five schools in Avram Iancu, Bogei, Carasau, Les and Suncuius, all village in Bihor, Romania, and were identified with higher school dropout risks. This paper proposes to present the partial results obtained at the end of the first period of the project implementation – the second semester of the 2010 / 2011 school year. The sample was represented by those 100 pupils from the above mentioned schools, who were included in Cognitive Therapy, implemented with the help of the project. The method consisted of analysing and comparing the pupils' school marks at the beginning and at the end of the relevant period. The results proved that, after one school semester, the pupils' marks remained rather unchanged, but in a few specific cases (schools or school subjects) small progresses were made. These results can, however, be seen as a significant success, because in education it is very difficult to obtain some spectacular improvements in such a short time and the most important aim of our project was to help those pupils to remain in the formal learning system so that that the positive conditions were created for their personal development. Key words: formal learning system, prevention, school dropout, school performance.

Conceptualization of the Premature School Exit Phenomenon in Mashonaland Region of Zimbabwe: The Voice of Early School Leavers

2020 ◽  
Vol 46 (2-3) ◽  
pp. 228-260 ◽  
Author(s):  
Roswitta Gatsi ◽  
Margaret Funke Omidire ◽  
Salome Human-Vogel
Keyword(s):  
Education System ◽  
Life Story ◽  
School Dropout ◽  
School Life ◽  
Group Discussions ◽  
Early School ◽  
Definition Of ◽  
The Voice ◽  
Collection Strategies ◽  
Professional Counselling

School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

2020 ◽  
Vol 30 (2) ◽  
pp. 146-158
Author(s):  
Robyn Anderson ◽  
Carla Anderson
Keyword(s):  
Department Of Education ◽  
Relative Risk Ratio ◽  
First Year ◽  
Grade Repetition ◽  
Policy And Practice ◽  
State Education ◽  
State Education Department ◽  
Early School ◽  
Early Schooling ◽  
Future Policy

AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

Do extracurricular activities protect against early school dropout?

1997 ◽  
Vol 33 (2) ◽  
pp. 241-253 ◽  
Author(s):  
Joseph L. Mahoney ◽  
Robert B. Cairns
Keyword(s):  
Extracurricular Activities ◽  
School Dropout ◽  
Early School
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